Native Americans are severely underrepresented in engineering and in the
engineering faculty, even though these faculty are critical to attracting
Native American students into engineering.
This research study is designed to develop a deeper understanding of Native Americans’ participation in the engineering profession by examining individual and contextual factors related to efficacy, outcome expectations, interests, goals, and choices and the ecological systems that support the pursuit of and persistence in engineering faculty careers.
The research reported herein was funded by grant number 1743329 and 1743752 from the National Science Foundation to the University of Minnesota and Oklahoma State University. The opinions are those of the authors and do not represent the policies of the National Science Foundation.